Revised Parenting in the Age of Digital Technology - A National Survey Center on Media and Human Development School of Communication Northwestern ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Center on Media and Human Development
School of Communication
Northwestern University
Revised
Parenting in the Age
of Digital Technology
A National Survey
Revised June 2014Table of Contents
3 Introduction
4 Key Findings
9 Methodology
10 About Parents Today
Parent concerns
Parent concerns about media and technology
Parent stresses
Parenting skills
Sources of parenting advice
12 The Home Environment
Television
Mobile media technology
Income and new technology ownership
15 Family Activities
Favorite family activities
Parents and children using media technologies together
16 Using Media and Technology as a Parenting Tool
Keeping a child occupied
Getting a child ready for bed
Calming an upset child
Rewarding or disciplining a child
Educating a child
19 Parent Attitudes about Media and Technology
Have new mobile devices made parenting easier?
Positive and negative educational effects of media and technology
Educational media and technology and less advantaged children
22 Parents’ Views about the Social, Behavioral, and Physical Impact of Media
Parent attitudes about the effects of technology on social skills and behavior
Perceived impact of technology on physical activity and sleep
24 Parent and Child Media Use
Parents’ media use
Children’s media use
25 Negotiating Media Use in the Family
Family conflicts about media
Media rules
Parents’ sources of advice about media content
26 Family Media Types
Media-centric parents
Media-moderate parents
Media-light parents
30 Conclusion
32 Appendix: Survey and Topline Data
12
Introduction
In the popular press, much is made about how new • What role do media and technology play in families’
digital technologies such as iPads and smartphones are “together” time?
revolutionizing family life. Children and parents alike now • How do different parenting practices and parents’ own levels
have a growing stream of new technological resources at their of media and technology use affect the use patterns of
fingertips, offering increased opportunities for engagement, children in the home?
entertainment, and education. But while anecdotes about
families and media abound, empirical evidence on national The study focuses on families with young children and
trends is much harder to come by. explores what is actually happening in the lives of real families,
from all walks of life. It is based on an extensive survey of a
This study explores how parents are incorporating new digital nationally representative sample of more than 2,300 parents of
technologies (iPads, smartphones) as well as older media children from birth to eight years old. (The complete survey
platforms (TV, video games, and computers) into their family questionnaire and results are provided in the appendix.) The
lives and parenting practices: survey was informed by a series of four focus groups among
• What does the family media and technology environment parents of young children, conducted in California and
look like today? Illinois. While parents’ comments from the focus groups and
• How widely have mobile media technologies been adopted? from the survey are included throughout the report, the key
Are they making parents’ lives easier? findings and all numeric data in the report are based on the
results of the quantitative national survey.
• How does the role of newer technologies compare to
that of “traditional” platforms like television, or to other This is a revised and corrected report. The original report
technologies such as computers and video games? was issued in June 2013, but due to weighting and
• How do parents use media and technology as a parenting computational errors by the firm that fielded the survey, GfK,
tool, to help them get things done, or to educate their this corrected report was necessary. For children’s advocates,
children? educators, public health groups, policymakers, and parents, it
is important to have an accurate understanding of what
families’ lives really look like. Thus the goal of the present
report is to deepen and sharpen that understanding.
3Key Findings
1. While new media technologies have become 2. Parents use media and technology as a tool for
widespread, a majority of parents do not think they managing daily life, but books, toys, and other activities
have made parenting any easier. Nearly seven in ten are used more often. Parents say they are more likely to
(69%) parents say they have a smartphone in the home, use books, toys, and other activities when they need to
and 40% say they have a tablet device. Among all parents, keep children occupied than they are to use TV; and they
the vast majority (70%) do not think the devices make are much more likely to use TV than to use mobile media
parenting easier, compared to 29% who say they do. devices.
Among parents who own both devices (34%), 38% say
For example, when parents are making dinner or doing
that these devices have made parenting easier.
chores and want to keep their child busy, 87% say they are
very or somewhat likely to give their child an activity to
Chart 1: New Media Technologies in the Home
do or a toy to play with, 79% to give them a book to read
Among parents of children ages 0–8, percent who have
new media devices in the household or look at, and 77% to let them watch TV. By comparison,
37% of those who have a smartphone or tablet say they are
80
likely to give them one of those devices to use.
60 69
In another common situation, when a child is upset and
the parent is trying to calm him or her, parents are also
Percent
40
40 more likely to turn to a toy or activity (65%) or to a book
34
20 (58%) than to media. Forty percent say they are very or
somewhat likely to let the child watch TV in this
0 circumstance, but only 17% say the same about letting the
Smartphone Tablet Both
device child play with a mobile device like a smartphone or tablet
Note: A smartphone was defined as “a cell phone that can be used to send (among those who have one).
email, watch videos, download apps, or access the Internet, like an iPhone,
Galaxy or Droid.” Examples of tablet devices included “like an iPad, Kindle Fire, When it comes to offering children a reward for good
or Galaxy Tab.”
behavior or a consequence for bad behavior, media are a
frequently used tool, although books, activities, and toys
Chart 2: Parenting and New Media Technologies are still high on the list, and TV still trumps new mobile
Among parents of 0–8 year-olds, percent who agree/ media. For example, 85% of parents say they are very or
disagree that “smartphones and tablet devices make somewhat likely to reward their child with a toy or activity,
parenting easier”
70% by letting them watch TV, and 69% with a book. In
3 Strongly comparison, 44% of those with a mobile device like a
agree smartphone or tablet say they are likely to let the child use
one of those as a reward. TV tops the list of tools for
35 26
Somewhat delivering consequences for bad behavior, with 72%
Strongly agree
disagree saying they are likely to take away TV time and 67%
taking away time with toys or activities. Of parents who
Somewhat 35
own a mobile device, 60% report taking away time with it
disagree
as a consequence for a child’s bad behavior.
43. Parents still turn to family and friends for parenting
Chart 3: Media and Family Conflicts
advice far more often than to new media sources like
Among parents of children ages 0–8, percent who agree/
websites, blogs, and social networks. Ten percent of
disagree that “negotiating media use causes conflicts in
parents say they are very likely to get parenting advice our home”
from a website or blog, and just 5% from a social
networking site. In contrast, nearly two-thirds (64%) say 3
Strongly agree
they are very likely to get advice from spouses, 35% from
their mother, 32% from a pediatrician, 24% from friends, 18 Somewhat agree
and 19% from teachers. Parents are more likely to get
46
advice from their in-laws (18%) than from websites, blogs, Somewhat disagree
or social network sites. 31
Strongly disagree
4. Parents do not report having many family conflicts or
concerns about their children’s media use. Nearly eight
in ten parents (77%) disagree with the statement
“negotiating media use causes conflicts in our home,” 5. There is still a big gap between higher- and lower-
compared to 21% who agree with it. Parents also do not income families in terms of access to new mobile
report significant conflicts with their spouses over their devices. Overall, ownership of tablets such as iPads,
children’s media use: 84% of those with a spouse or Kindle Fires, or Galaxy Tabs has increased, with 40% of
partner say they usually agree with each other on this households with 0- to 8-year-olds now owning a tablet.
issue, while 15% say they don’t. Half (55%) of parents say However, the divide by income is substantial: among
they are not concerned about their children’s media use, families earning $100,000 a year or more, two-thirds
compared to three in ten parents who say they are very (65%) now own such a device, while among lower-income
(13%) or somewhat (17%) “concerned” (13% say this issue families (less than $25,000 a year), 18% do. Similarly,
isn't relevant given their child's age). Fifty-seven percent while over half of lower-income homes now report having
of parents say they are not worried about their children a smartphone (55%), it is still far fewer than among
becoming addicted to “new” media, although four in ten higher-income homes (81%).
(40%) say they are worried about that. Mothers and
6. Parents are less likely to turn to media or technology as
fathers differ somewhat in their perceptions of family
an educational tool for their children than to other
conflicts and agreements regarding technology use.
activities. When parents are looking for an educational
Mothers are less likely to agree with the statement that
opportunity for their child, they are less likely to think
“my partner and I usually agree when it comes to making
about using media for that purpose than they are to think
decisions about [our child’s] media use” (80% vs. 88%
about directing their child to a book, toy, or activity. Six
among fathers).
in ten (61%) say they are very likely to point their child
toward a book when looking for an educational
opportunity and 41% to a toy or activity, compared to 16%
who say the same about using the computer, 12% for TV,
and 10% for a mobile device such as a smartphone or
5tablet (among those who own one). When asked about the (those earning $100,000 a year or more). Similarly, lower-
impact of various types of media on children’s academic income parents are also more likely to think TV has a
skills, the only instances in which a majority of parents “very” positive effect on children’s reading (22%,
attribute a positive effect to media are the impact of compared to 4% among the higher-income group) as well
computers on children’s reading and math skills (60% and as their math and speaking skills. Similar differences are
53%, respectively, said mainly positive) and TV’s impact found in parents’ views about the positives and negatives
on children’s speaking skills (57% said mainly positive). of computers as well.
However, even when a majority do not agree, parents are 7. Parents assess video games more negatively than
still more likely to find a positive than negative effect of television, computers, and mobile devices. More parents
media and technology on many of their children’s rate video games as having a negative effect on children’s
academic skills. For example, parents are more likely to reading, math, speaking skills, attention span, creativity,
say TV and computers have mainly a positive (rather than social skills, behavior, physical activity, and sleep than any
negative) effect on children’s reading, math, speaking, and other medium.
creativity. With regard to mobile platforms such as
8. For each type of technology included in the survey, a
smartphones and tablets, more say they have a positive
majority of parents believe these devices have a negative
effect on reading and math, although a plurality say they
impact on children’s physical activity, the most
don’t have much effect one way or the other.
substantial negative outcome attributed to technology
Lower-income parents (those earning less than $25,000 a in this study. Sixty-one percent of parents say video
year) are more likely than other parents to turn to TV for games have mainly a negative effect on physical activity. A
educational purposes. Half (52%) of these parents are very similar proportion says the same about TV (58%),
or somewhat likely to use TV or DVDs for educational computers (57%), and mobile devices (54%).
purposes, compared to 30% of higher-income parents
Table 1: Parents’ Opinions about Media’s Effects
Among parents of children ages 0–8, percent who say each medium has a mainly positive or negative effect on children's . . .
TELEVISION COMPUTERS MOBILE DEVICES* VIDEO GAMES
Positive Negative Positive Negative Positive Negative Positive Negative
Reading skills 40 25 60 9 36 22 21 36
Math skills 37 18 53 9 31 23 18 35
Speaking skills 56 15 28 20 21 28 11 40
Attention span 29 42 30 27 19 38 19 45
Creativity 46 24 50 14 31 27 26 36
Social skills 34 30 20 35 16 39 11 50
Behavior 23 35 17 20 12 30 8 48
Sleep 11 39 7 30 6 36 4 49
Physical activity 20 58 10 57 8 54 10 61
* Mobile devices were defined as “such as smartphones and tablets.”
69. Many parents report using media technology with their when they are getting them ready for bed. And about one
children, but this “joint media engagement” drops off in four of these media-centric parents (23%) say they use
markedly for children who are six or older. About three media as a way to connect with their children. Children
in ten parents say that when their children are watching with media-centric parents spend an average of 4:29 a day
TV (31%), using the computer (29%), or playing on a using screen media, 2:50 more than the children of
smartphone (29%), the parent is doing so along with the “media-light” parents.
child “all or most” of the time. Interestingly, fewer parents
The largest group of parents—roughly half (47%)—are in
report that level of co-viewing when using an iPad or
the media-moderate group: These parents spend an average
similar device (21%). This type of joint media engagement
of just under five hours a day (4:42) using screen media at
decreases as the child gets older, so that among 6- to
home; they watch TV for about two hours a day (2:14),
8-year-olds, the comparable rates are 23% for TV, 20% for
use the computer for about an hour and a half (1:25), and
computers, 13% for smartphones, and 11% for tablets and
are on their smartphone for a half hour (:32) and on their
other mobile devices.
tablets or other devices for about 18 minutes a day. They
10. Parents are creating vastly different types of media do not play many video games (:12). While they like TV,
environments for their children to grow up in, and, not they are less likely to list watching TV and movies
surprisingly, the choices they make are strongly related together as a favorite family activity (42% say they enjoy
to their children’s media use. The study identified three it “a lot”), and they are more likely to enjoy doing things
different parenting styles regarding the family’s approach together outside (52%, compared to 44% among the
to media: media-centric families, media-moderate media-centric families). Children in “media-moderate”
families, and media-light families. Rather than the families spend just under three hours a day (2:53) with
commonly presented scenario of children driving more screen media.
and more media use and parents trying to moderate it,
Media-light families make up the final quarter (26%) of all
this study found something different, at least among
families: These parents average less than two hours a day
children ages 0–8: parents set the tone and create a “family
with screen media (1:48). They watch TV for just under
media ecology” that permeates through the generations.
an hour a day (:56) and use their computer at home for
About a quarter of parents (27%) are media-centric parents: just over a half hour a day (:33). Beyond that, they spend
They themselves love using media and spend an average very little time with screen media, including using a
of 11 hours a day using it (11:04), including more than smartphone (:10); using iPads, iPod Touches, or similar
four hours a day watching TV (4:28), three and a half devices (:06); or playing video games (:03). They are much
hours a day using the computer at home (3:37), nearly two less likely to put a TV in their child’s bedroom (28%,
hours a day using their smartphones (1:48), and half an compared to 48% in media-centric homes). These families
hour a day playing video games (:36). These parents often are less likely to enjoy watching TV or movies together a
leave the TV on in the home all or most of the time lot as a family activity (32%, compared to 56% of media-
whether anyone is watching it or not (54%), and nearly centric families); and media-light parents are less likely to
half (48%) have a TV in their child’s bedroom. These use TV to occupy their child when they need to get things
families really like watching TV together, with 56% saying done around the home (69%, compared to 81% of media-
their family enjoys that “a lot.” More than eight in ten of centric parents) or when they are getting their child ready
these parents (81%) say they are “very” or “somewhat” for bed (24%, compared to 41% among media-centric
likely to use TV to occupy their child when they need to parents). Children in media-light families spend an
do chores or make dinner, and four in ten (41%) say they average of 1:39 a day using screen media.
are very or somewhat likely to have their child watch TV
7Table 2: Media Parenting Styles
Characteristics of media-related parenting styles among parents of children ages 0–8
MEDIA-CENTRIC PARENTS MEDIA-MODERATE PARENTS MEDIA-LIGHT PARENTS
PROPORTION OF ALL PARENTS 27% 47% 26%
Average parent screen media time per day 11:04a 4:42b 1:48c
Average child screen media time per day 4:29a 2:53b 1:39c
Percent with TV in the child’s bedroom 48a 33b 28b
Percent who say the TV is “hardly ever” or “never”
13a 18b 36c
left on when no one is watching
Percent who say the TV is left on “all or most”
54a 33b 19c
of the time, whether anyone is watching or not
Percent whose families enjoy watching TV or
56a 42b 32c
movies at home together “a lot”
Percent who “strongly” or “somewhat” agree that
23a 17b 12c
they use media as a way to connect with their kids
Percent who are “very” or “somewhat” likely to
have their child watch a TV show while the parent 81a 81a 69b
gets chores done or makes dinner
Percent who are “very” or “somewhat” likely to
have their child watch a TV show when getting 41a 34b 24c
them ready for bed
Note: Statistical significance is denoted across rows; items that share a common superscript do not differ significantly.
8Methodology
This report is based on a nationally representative survey of The report is based on the national survey of parents of
2,326 parents of children aged eight years old and younger, children aged eight and under. Throughout the report, when
conducted from November 27 to December 10, 2012. The we refer to “families” or “parents,” we mean families and
survey was conducted for Northwestern University’s Center parents with children in this age range. “Lower-income”
on Media and Human Development by GfK (formerly families include those with annual incomes of less than
Knowledge Networks) and was offered in English or Spanish. $25,000 a year; “higher-income” includes those earning more
than $100,000 a year.
This is a revised and corrected report. The original report
was issued in June 2013, but due to weighting and In the survey, a “smartphone” was defined as “a cellphone that
computational errors by the firm that fielded the survey, GfK, can be used to send email, watch videos, download apps, or
this corrected report was necessary. access the Internet (like an iPhone, Galaxy, or Droid).” A tablet
was defined as a device “like an iPad, Kindle Fire, or Galaxy
The survey used KnowledgePanel, an online probability panel
Tab.” A handheld video-game player was defined as a device
that has been recruited through national random surveys
“like a Gameboy, PSP, or Nintendo DS.” A video iPod was
(originally by telephone and now almost entirely by address-
defined as “like an iPod Touch or similar device.” An e-reader
based sampling). Households that are not online are provided
was defined as “like a Kindle or a Nook.” An educational game
with Notebook computers and access to the Internet so they
player was defined as “like a Leapster.” When survey questions
can participate. Unlike Internet convenience panels (also
referred to “mobile devices” those were defined as “like a
known as “opt-in” panels) that include only individuals with
smartphone, iPad, or similar device.”
Internet access who volunteer or are recruited through word-
of-mouth to be part of research, KnowledgePanel recruitment In tables where statistical significance has been calculated,
uses dual sampling frames that include both listed and the results are noted through a series of superscripts (a, b,
unlisted telephone numbers, telephone and non-telephone or c). Items that share a common superscript do not differ
households, and cellphone-only households, as well as significantly (pAbout Parents Today
Parent concerns. When asked about potential parenting
Table 3: Parental Concerns
concerns regarding their young children, the greatest number
Among parents of 0–8 year-olds, percent who are
of parents are “very” or “somewhat” concerned about their
“very” or “somewhat” concerned about their child's . . .
child’s health and safety (46%) and fitness and nutrition (40%).
A little over one-third of parents express concerns over their Among all
Health and safety 46
children’s social and emotional skills (38%) and behavior Fitness and nutrition 40
(38%). One in three parents (30%) of children in this young Social and emotional skills 38
Behavior 38
age group report that they are very or somewhat concerned School performance 32
about their child’s media use. Of course, parents’ concerns Literacy skills 32
Media use 30
for their children change as their children grow up and go Math and science skills 30
through different developmental stages. For example, few Sleep patterns 30
Verbal skills 29
parents of children under age 2 are concerned about their Extra-curricular activities 27
child’s school performance (21%), compared to 44% of parents Child care experiences 27
Cultural awareness 26
of 6- to 8-year-old children. Similarly, more parents of Creativity and talent 25
children under age 2 are concerned about sleep patterns Spirituality and religion 25
(34%), compared to 28% of parents of 6- to 8-year-olds.
Table 4: Parental Concerns, by Child Age
Percent of parents who say they are “very” or “somewhat” concerned about their child's . . .
PARENTS OF CHILDREN UNDER 2 YEARS OLD PARENTS OF 2- TO 5-YEAR-OLDS PARENTS OF 6- TO 8-YEAR-OLDS
Health and safety 47 Health and safety 43 Health and safety 47
Fitness and nutrition 40 Fitness and nutrition 39 School performance 44
Sleep patterns 34 Behavior 39 Fitness and nutrition 42
Childcare experiences 33 Social-emotional skills 38 Social-emotional skills 42
Social-emotional skills 33 Literacy 32 Behavior 40
Behavior 30 Sleep patterns 31 Math and science skills 39
Verbal skills 30 School performance 29 Literacy 37
Creativity and talent 27 Verbal skills 29 Media use 36
Media use 25 Media use 28 Extracurricular activities 31
Extracurricular activities 24 Childcare experiences 27 Cultural awareness 29
Cultural awareness 24 Math and science skills 27 Verbal skills 28
Spirituality and religion 23 Extracurricular activities 25 Sleep patterns 28
Literacy 23 Cultural awareness 25 Creativity and talent 27
Math and science skills 22 Creativity and talent 25 Spirituality and religion 27
School performance 21 Spirituality and religion 24 Childcare experiences 23
10Parent concerns about media and technology. Parents of Parenting skills. Parents exhibit a strong sense of confidence
children ages 0–8 do not express much concern about their about their abilities as parents: nine out of ten say they believe
children’s media use. Just under a third (30%) of parents say they have “all the skills necessary to be a good parent to my
they are “very” (13%) or “somewhat” (17%) concerned about child.” This includes 57% who “strongly” agree and 37% who
their children’s media and technology use. On the other hand, “somewhat” agree with that statement.
more than half (55%) say they are either “not too” (31%) or
Sources of parenting advice. Surprisingly, websites, blogs, and
“not at all” (24%) concerned, while 13% say that the issue is
social networking sites are not a very significant source of
not relevant, given their child’s age.
parenting advice. Parents are much more likely to rely on
Parents’ concerns about media and technology do increase people than on media for parenting advice, including spouses
as the child gets older, from 25% among parents of children (62% are “very” likely to turn to them for advice), their own
under 2 to 36% among those with 6- to 8-year-olds. Parents mothers (35%), and friends (24%). By comparison only 15% of
of boys are more likely to be concerned than parents of girls parents say they are very likely to get parenting advice from
(34%, compared to 27%), with the difference also increasing as books or magazines, 10% from websites or blogs, and 5% from
children get older. Among parents with 6- to 8-year-olds, 42% social networking sites.
of parents of boys say they are very or somewhat concerned,
compared to 30% of parents of girls. Table 5: Parental Stress
Among parents of 0- to 8- year-olds, percent who are
At the same time, some parents are concerned about their stressed about each issue
children becoming “addicted” to new media or exposed to
Very stressed Somewhat stressed
media they do not approve of at someone else’s home. Four Money 29 38
in 10 (40%) are concerned that their child may become Having time to get things done 21 46
Work 14 34
addicted to new mobile media like smartphones or tablets (but Having time for family 13 34
57% are not concerned about that). Half (51%) of parents Parental responsibilities 12 36
Health issues 6 22
worry about their child’s media exposure at someone else’s
home (47% are not worried about this).
Table 6: Sources of Parenting Advice
Parent stresses. The biggest stressor in parents’ lives is money. Among parents of 0- to 8- year-olds, percent who are
Three in ten parents (29%) say they are “very” stressed about likely to go to each source for parenting advice or
money, and 38% are “somewhat” stressed about it. Time is the information
next highest concern, with 21% saying they are “very” stressed Very likely Somewhat likely
Spouse* 62 27
about having enough time to get everything done, although Mother 35 33
fewer (13%) are “very” stressed specifically about having Pediatrician 32 41
Friends 24 50
enough time for the family. Only 12% say they are “very” Father 20 25
stressed about their parental responsibilities. Teacher 19 38
Other relative 17 35
In-laws* 18 30
Faith leader 16 23
Book/magazine 15 41
Website or blog 10 33
Social networking site 5 13
*Among those with a spouse or partner
11The Home Environment
Television. Television is still the central focus of most
Chart 4: TV in the Home
families’ media environments. Fewer than 1% of families do
Percent of families with children ages 0–8 with each
not have a TV; half (49%) have three or more, and nearly a
item in the home
quarter (22%) have four or more. About three out of four
100
families (72%) have a console video game player hooked up to 99
a TV. New television-related technologies have made it into 80
the mainstream, with nearly half (46%) of all families saying
72 72
they have a digital video recorder (DVR), and a similar 60
Percent
proportion (43%) saying that their TV is connected to the
40 46
Internet so they can download or stream content. But there 43
are still about one in four families (28%) who do not have
20
cable or satellite TV and continue to rely exclusively on
broadcast. 0
Television Cable or Console Digital Internet-
Many families keep the TV on as background noise, whether set satellite video video connected
game recorder TV
anyone is watching it or not. More than one in three (35%) player
families say a TV is left on “always” or “most of the time” in
their home, while 22% say it is “hardly ever” or “never” left on Chart 5: Background Television
(42% say it is left on “some of the time”). About a third (36%) Percent of homes with children ages 0–8 where the TV is
of families have TVs in their young children’s bedrooms, left on in the background
ranging from 21% of children under 2 to 42% of 6- to
8-year-olds. 4 7
Never Always
18 28
Hardly ever
Most of
the time
42
Some of
the time
Chart 6: TV in the Bedroom
Percent of children with a TV in their bedroom, by age
60
40
42
Percent
36
20
21
0
Under 2 to 6 to
2 years 5 years 8 years
old old old
12Mobile media technology. Newer mobile devices are also very
Chart 7: Mobile Technology Ownership
common among families with young children. Seven in ten
Percent of families with children ages 0–8 with each
(69%) families now say they have a smartphone, meaning a
item in the home
phone that can be used to download apps, connect to the
Internet, and watch videos. Four in ten (40%) now have a 80
tablet device such as an iPad, a Kindle Fire, or a Galaxy Tab, a 69
60
rapid spread of a relatively new technology. One in four (24%)
Percent
have a video iPod such as an iPod Touch or similar device, and 40 42 40
a similar percentage (23%) now report having at least one
e-reader in the home, such as a Kindle or a Nook. 20 24 23
However, these newer mobile devices have not penetrated 0
Smartphone Handheld Tablet Video e-Reader
widely when it comes to young children owning their own video device iPod
devices; 6% of 0- to 8-year-olds have their own iPod Touch game
player
or similar device, and the same percentage have their own
iPad or other tablet device. Only 2% have a cellphone. Among Note: See the methodology section of the report for a definition of each type
of device.
6- to 8-year-olds, 12% have an iPod Touch or similar device,
and 7% have their own tablet device. This compares to nearly
half (48%) who have their own handheld gamer such as a Chart 8: Personal Media Devices
Nintendo DS, Gameboy, or PSP, and 25% who have an Percent of children ages 0–8 with their own devices
educational game player such as a Leapster (ownership of 40
Leapster-style devices peaks in the 2- to 5-year-old age range,
at 38%). 30
27
25
Percent
20
10
6 6 2 1
0
Educa- Hand- Video Tablet Cell Smart-
tional held iPod device phone phone
game video
player game
player
Note: See the methodology section of the report for a definition of each type
of device.
13Income and new technology ownership. This study
Table 7: Mobile Technology Ownership, by Income
uncovered substantial differences in technology ownership
Percent of parents of 0- to 8-year-olds with each item in
between lower- and upper-income families. Not surprisingly,
the household
higher-income families are much more likely to have new
mobile devices in the home, with the most dramatic difference LESS THAN $25,000– $50,000– $100,000
$25,000 49,999 99,999 A YEAR OR
coming in the percent that own a tablet computer such as an A YEAR A YEAR A YEAR MORE
iPad, Kindle Fire, or Galaxy Tab (65% of higher-income Smartphone 55a 61a 75b 81c
families, compared to 18% of lower-income ones). While the Tablet device 18a 28b 47c 65d
gap in smartphone ownership is also substantial, even most e-Reader 10a 18b 27c 36d
lower-income households have at least one smartphone (55%, Video iPod 11a 21b 28c 33c
compared to 81% of higher-income households). Interestingly, Note: See the methodology section of the report for a definition of each type
tablets have already surpassed e-readers and video iPods of device.
among all families, including those with lower incomes.
“ Lately he only wants to play Minecraft or watch
Minecraft videos on YouTube. It verges on an addiction.
[Survey response from the mother of an 8-year-old boy]
”“ My four year old is very well
rounded. . . . There is never a
“ ”
dull moment. The television is
Friday night is family movie night. secondary. We spend a lot of
”
[Survey response from the mother of a time in the kitchen preparing
6-year-old boy] meals, singing, and reminiscing.
“
[Survey response from the mother
Our pattern is to allow [our of a 4-year-old girl]
son] to crawl into bed with
“
us on Saturday and Sunday
”
We spend most of our time
”
morning, and he watches outdoors if weather permits.
cartoons for about 2 hours.
[Survey response from the
[Survey response from the mother of a 4-year-old boy]
father of a 3-year-old boy]
“ Her TV time is normally evening time with mom and dad.
[Survey response from the mother of a one-year-old girl]
”
14Family Activities
Favorite family activities. When asked which activities
Table 8: Favorite Family Activities
their family enjoys doing together, fewer parents report
Percent of parents of 0- to 8-year-olds who say their
enjoying using media together compared to other activities
family enjoys doing each activity together
such as cooking and eating meals together (66% say they enjoy
Enjoys Enjoys
that “a lot”); doing things outside, like playing, taking a walk, a Lot Somewhat
or going to the park (52%); or singing songs or making music Cooking and eating meals together 66 27
together (30%). Among media activities, watching TV or Doing things outside together 52 40
Reading together 47 39
movies together at home was ranked highest (43%), followed Playing with toys, games, or art together 46 43
by using a computer, tablet device, or smartphone together Watching TV or movies together at home 43 42
Singing songs or making music together 30 36
(16%), and playing video games together (11%). Playing or attending sports together 20 29
Using computer, tablet, or smartphone together 16 35
Parents and children using media technologies together. Playing video games together 11 27
Participating in clubs or other groups together 8 21
Parents and children frequently use media technologies
together, at least when children are very young (5 and under).
Among parents of children ages 0–8, three out of ten parents Table 9: Parental Co-Engagement, by Technology
say that when their child is watching TV (31%), using the Among parents whose 0- to 8-year-olds engage in each
computer (29%), or playing on a smartphone (29%), the activity, the percent who say they do the activity with the
child
parent is watching or playing along with them “all or most” of All or most Some of
of the time the time
the time. Parental coviewing of all media goes down as the
Watching TV 31 57
child grows up. For example, more than half (53%) of parents Using the computer 29 41
with children under two say they watch TV with their child all Using a smartphone for games, videos or
the Internet 29 35
or most of the time the child is watching; among 2- to 5-year- Using an iPad, iPod Touch, or similar device 21 42
olds, the rate of parental co-viewing goes down to 32%; and Playing console video games 16 36
Playing games on a handheld player 4 24
among 6- to 8-year-olds, only 23% of parents co-view all or
most of the time. Still, the raw amount of time spent
co-viewing may be greater among the 6- to 8-year-olds, given Table 10: Parental Co-Engagement, by Child Age
that they watch more TV than younger children. Among parents whose children engage in each activity,
the percent who do it with the child “all or most of the
time” the child is doing it
UNDER 2 2 TO 5 6 TO 8
YEARS OLD YEARS OLD YEARS OLD
Watching TV 53a 32b 23c
Using the computer — 40a 20b
Playing console
— 28a 9b
video games
Using an iPad, iPod Touch,
— 28a 11b
or similar device
Using a smartphone for
— 34a 13b
games, videos, or Internet
Note: A dash in the column (“—”) indicates that the sample size was too small
for reliable results.
15Using Media and Technology as a Parenting Tool
Keeping a child occupied. All parents have those moments
Table 11: Parenting Tools to Keep Child Busy
when they need something to keep their children occupied so
Around the House
they can get things done around the house, whether it is
Percent of parents of 0- to 8-year-olds who are likely
taking a shower, paying the bills, or making dinner. Many to give their child each item to keep them busy while
parents turn to technology in these circumstances, but most making dinner or doing chores
say they are even more likely to use books, toys, and activities Very Likely Somewhat Likely
to keep children occupied. When they do turn to media, it is Activity or toy 52 36
most likely to be TV. So far, mobile devices are not playing a Book 39 40
TV show or DVD 36 41
big role in this regard. For example, when parents need to Handheld video game player 18 29
prepare dinner or do chores and are looking to keep their Mobile device 12 25
Computer 10 25
children occupied, 52% say they are “very” likely to give their
children a toy or activity to engage in, compared to 36% who Notes: Answers for handheld gamers and mobile devices are among those who
own such a device. See the methodology section of the report for a definition
are very likely to put them in front of a TV show to watch and of each type of device.
12% to give them a mobile device to use (among those who
have a mobile device). Similarly, 30% of parents say they are
Table 12: Parenting Tools to Keep Child
“very” likely to give their children a toy or activity to occupy
Occupied at a Restaurant
them when they are out at a restaurant, compared to 14% who
Percent of parents of 0- to 8-year-olds who are likely to
say the same about giving their children a mobile device like a give their child each item while at a restaurant
smartphone or tablet (among those who own one). Not
surprisingly, use of media to keep children occupied varies by
Very Likely Somewhat Likely
child age: for example, among parents who own a mobile Activity or toy 30 34
device, 17% say they are very or somewhat likely to give one to Book 18 30
Mobile device 14 24
their under-2-year-old child when they need to get things TV show or DVD 3 6
done around the house, compared to 41% and 42% among Handheld video game player 7 16
Computer 2 3
parents of 2- to 5- and 6- to 8-year-olds, respectively. Similar
differences apply when families are out at a restaurant. Notes: Answers for handheld gamers and mobile devices are among those who
own such a device. See the methodology section of the report for a definition
of each type of device.
Getting a child ready for bed. While it’s still common for
children to go to bed with a book or a story at night, it’s
certainly not a universal practice; and going to bed with a TV Table 13: Parenting Tools at Bedtime
show instead of a book is no longer a rarity. When getting Percent of parents of 0- to 8-year-olds who are likely to give
children ready for bed, a third (33%) of parents are at least their child each item when getting them ready for bed
“somewhat” likely to let their child watch a TV show or DVD; Very Likely Somewhat Likely
very few parents are likely to let them use a handheld gaming Book 54 24
TV show or DVD 12 21
device (5% among those who own one) or mobile device (8% Activity or toy 6 13
among those who own one) when getting ready for bed. More Mobile device 2 6
Handheld video game player 2 3
than half (54%) of parents are “very” likely and another Computer 1 3
quarter (24%) are “somewhat” likely to give their child a book
Notes: Answers for handheld gamers and mobile devices are among those who
to read when getting them ready for bed. Again, there are
own such a device. See the methodology section of the report for a definition
fewer differences by age, but some do exist: for example, 21% of each type of device.
of parents say they are very or somewhat likely to put their
under-two-year-old to bed using TV, compared to 38% of
16parents of 2- to 5-year-olds and 34% of parents of 6- to
Table 14: Parenting Tools to Calm an Upset Child
8-year-olds.
Percent of parents of 0- to 8-year-olds who are likely to
Calming an upset child. When a child is upset and the parent give their child each item when trying to help them
is trying to calm him or her down, parents are more likely to calm down
Very Likely Somewhat Likely
turn to a toy or activity (65% “very” or “somewhat” likely) or a Activity or toy 31 34
book (58%) than to media. However, 41% are at least “somewhat” Book 23 35
TV show or DVD 13 28
likely to let the child watch TV in this circumstance, but only Handheld video game player 7 10
17% are likely to use a handheld gaming device, 17% to let Mobile device 5 12
Computer 3 8
him or her use a mobile device (among those who have one),
and 11% a computer. Once again, the child’s age plays some Notes: Answers for handheld gamers and mobile devices are among those who
own such a device. See the methodology section of the report for a definition
role: For example, fewer parents use a toy or activity as the
of each type of device.
child gets older, and more use a handheld gaming device.
Rewarding or disciplining a child. Many parents do use Table 15: Parenting Tools to Reward or
media or technology to discipline or reward their children. Discipline a Child
Television seems to be the medium most widely used as a tool Percent of parents of 0- to 8-year-olds who are “very” or
for this purpose, with mobile devices lagging behind. Even TV, “somewhat” likely to reward or discipline a child by giving
or taking away time with each item
however, is not as widely used to reward or discipline as books
or toys. Naturally, using technology as a tool to reward or Reward Discipline by
by giving taking away
discipline a child increases as the child gets older; eight in ten Activity or toy 85 67
parents of 6- to 8-year-olds say they are very or somewhat Books 69 15
TV show or DVD 69 72
likely to take away TV or a handheld gaming device as a Handheld video game player 58 67
consequence, compared to three in ten parents of children Mobile device 44 60
Computer 43 55
under 2.
Notes: Answers for handheld gamers and mobile devices are among those who
Educating a child. When parents of children age eight or own such a device. See the methodology section of the report for a definition
of each type of device.
under are looking for an educational activity for their child
to engage in, they are much more likely to direct the child
to a book or encourage them to play with toys than they are to Table 16: Parenting Tools for Educating Children
give them any type of technology to use, including computers. Percent of parents of 0- to 8-year-olds who are likely to
In this regard, books still reign supreme, with 61% of parents give their child each item when they want them to engage
saying they are “very” likely to give their young child a book in an educational activity
when they want him or her to have an educational activity; Very Likely Somewhat Likely
Book 61 28
just 10% say the same about smartphones or iPads (among Activity or toy 41 36
those who own them), and even computers rank far lower Computer 16 29
TV show or DVD 12 25
than books, at just 16%. That is not to say parents think TV, Mobile device 10 22
video games, or mobile devices have no educational benefits. Handheld video game player 4 11
However, when they are specifically looking for an educational
Notes: Answers for handheld gamers and mobile devices are among those who
activity for a child in this young age group, media are not the own such a device. See the methodology section of the report for a definition
of each type of device.
first—or the second—place they look.
17While books dominate across all age groups, use of screen them (compared to 15% for children under two and 42%
media as an educational activity varies as a function of the among parents of 2- to 5-year-olds). The proportion of parents
child’s age and the type of platform. For example, two-thirds of who say they are “very” or “somewhat” likely to give their
parents (64%) of 6- to 8-year-olds say they are “very” or child a TV show to watch as an educational activity peaks
“somewhat” likely to give their child something to do on the among parents of 2- to 5-year-olds (at 44%), going down to
computer when they are looking for an educational activity for 29% among parents of 6- to 8-year-olds.
“
I don't like that he watches 2 and 1/2 hours or so of TV,
”
but I try and make it educational shows. It is hard to be
with him every second when I have housework to do.
[Survey response from the mother of a 7-year-old boy]
“ “
We try to split between
”
Because he’ll calm down and watch books one night, cartoons
”
Sprout and drift off to sleep without the next, then the iPad.
a temper tantrum.
[Survey response from the
[Mother of a 3-year-old boy, when mother of a 2-year-old girl]
asked why she put a TV in her son’s
bedroom, Illinois focus group]
“ PBS KIDS—you know you don’t have to worry about it.
[Mother of a 15-month-old child, talking about how she
selects TV shows for her son to watch, Illinois focus group] ”
“ She has to be on Honor Roll to play video games.
[Survey response from the mother of an 8-year-old girl]
”
18Parent Attitudes About Media and Technology
Have new mobile devices made parenting easier? Three in For each platform except video games, parents are more likely
ten parents (29%) say these new mobile devices have made to say technology has a positive than negative effect on young
parenting easier, while seven in ten (70%) say they have not. children’s creativity and basic educational skills (although
Among parents who own both a smartphone and a tablet many parents say these technologies have no impact one way
(34% of all parents), 38% say they have made parenting easier, or the other). A majority of parents believe that computers
while 61% disagree. have a mainly positive effect on young children’s reading (59%
say very or somewhat positive) and math (54%) skills, and that
Among the 70% of parents who say they do not think these
television has a mainly positive effect on young children’s
tools have made parenting easier, 58% say one reason they
speaking skills (56%). Parents are more likely to find a positive
feel that way is because of their worries that children will fail
than negative effect from TV on reading (40%, compared to
to develop important social skills if they spend too much time
25%), math skills (37%, compared to 18%), and creativity
on these devices. An equal percentage say another reason is
(46%, compared to 24%) among children eight and under.
because it is harder to get children’ attention when they always
More parents also say computers have more of a positive than
have their heads buried in a device (58%). About half (53%)
negative effect on creativity (50%, compared to 14%) and
say they are concerned that children can get addicted to these
speaking skills (28%, compared to 20%). Thirty-seven percent
devices, while a third (32%) say it is because these devices are
of parents say that mobile devices, such as smartphones and
just one more thing for parents and children to fight about.
tablets, have a mainly positive effect on reading, with 31%
On the other hand, among the 29% of parents who say saying a mainly positive effect on both math skills and
the devices do make parenting easier, 71% say it’s because creativity. The one medium that runs counter to this trend is
there are lots of fun activities for children to do on mobile video games: when it comes to the effect of gaming on
media to keep them entertained, while a similar percent (69%) children’s reading, math, speaking skills and creativity, more
say it is because these tools have lots of educational content parents have a negative rather than a positive view.
that teaches important lessons. Forty-three percent say the
In terms of the impact of technology on young children’s
devices help parents get things done quicker.
attention spans, more parents have a negative view than a
Positive and negative educational effects of media and positive view. About four in ten parents believe video games
technology. The survey asked parents their opinion as to (46%), TV (42%), and mobile devices (38%) negatively affect
whether each technology has a mainly positive or a mainly attention span. Still, there are many parents who think these
negative effect on the educational development of children technologies have no effect on children’s attention spans one
their child’s age. The identical questions were asked about way or the other: 41% for computers, 41% for mobile devices,
television, computers, video games, and mobile devices such 33% for video games, and 29% for television.
as smartphones and tablet devices. Parents were asked about
the impact of each technology on children’s reading, speaking,
and math skills; their creativity; and their attention span.
19Table 17: Parents’ Opinions about the Educational Impact of Technology, by Platform
Among parents of 0- to 8-year-olds, percent who say each medium has a (very or somewhat) positive or negative effect on
children’s academic skills
READING SKILLS MATH SKILLS SPEAKING SKILLS ATTENTION SPAN CREATIVITY
Positive Neutral Negative Positive Neutral Negative Positive Neutral Negative Positive Neutral Negative Positive Neutral Negative
Television 40 34 25 37 44 18 56 28 15 29 29 42 46 29 24
Computers 59 28 9 54 35 10 28 50 20 29 41 26 50 33 14
Video
20 41 37 18 45 35 10 47 39 19 33 46 26 35 36
games
Mobile
37 39 22 31 44 22 21 49 28 19 41 38 31 40 27
devices
Note: Mobile devices include smartphones and tablets.
Educational media and technology and less advantaged
Table 18: Parents’ Opinions about Television’s
children. Lower-income and less highly educated parents are
Educational Impact, by Income
more likely than other parents to turn to TV for educational
Percent of parents of 0- to 8-year-olds who think TV has a
purposes. For example, half (49%) of parents with a high “very” positive impact on children’s skills, by income
school degree or less say they are very or somewhat likely to
Lower income Higher income
direct their child to a TV or DVD when they are looking for (under $25,000 ($100,000 or more
an educational activity for them, compared to 34% of those a year) a year)
Reading skills 22a 4b
with a college education. The results are similar when looked Math skills 19 a 4b
at by income, with 52% of lower-income versus 30% of higher- Speaking skills 26a 7b
a
Social skills 17 4b
income parents saying they are very or somewhat likely to use Creativity 24a 5b
TV or DVDs for educational purposes. Lower-income and
less-highly educated parents are also more likely to think TV
has a “very” positive effect on their child’s reading, speaking,
math, and social skills. Similar differences can be found in
parents’ views about the positives and negatives of computers
and video games as well.
20“ The iPad has turned into his
”
primary learning tool at home.
[Survey response from the father
of a one-year-old boy]
“
I can remain connected with my
”
life while being with my children.
[Survey response from the father of
a one-year-old boy]
“ She may choose an activity involving
technical devices, all of which are
educational. . . . She enjoys playing
”
Angry Birds, which improves her
analytical skills.
[Survey response from the mother of a
6-year-old girl]
“ ”
Another reason to become a couch potato.
[Survey response from the mother of a 4-year-old boy]
“ ”
Quick distraction for public meltdowns.
“
[Survey response from the father of a
They limit family 3-year-old boy]
”
interaction, regardless
of who is using them.
“
[Survey response from
the father of a one-
”
year-old girl] He learns a lot from Mickey Mouse
about counting, shapes, and colors.
[Survey response from the mother of a
2-year-old boy]
21Parents’ Views about the Social,
Behavioral, and Physical Impact of Media
Parent attitudes about the effects of technology on social about whether TV has a positive or negative effect on behavior
skills and behavior. While parents are more likely to see (30% positive, 30% negative); but among parents of 6- to
educational advantages than disadvantages when it comes to 8-year-olds, only 16% say TV has a positive effect on behavior,
technology use, this is not the case when it comes to the compared to 46% who say negative.
impact on their children’s social skills or behavior. Parents are
At the same time, many parents do not think media and
quicker to perceive a negative effect in these realms, especially
technology have much effect on young children’s social skills
when it comes to video games and new mobile media devices
or behavior one way or the other. For example, 60% say there
like smartphones and tablets. Half (50%) of parents say video
is no positive or negative effect from computers on young
games have a negative effect on social skills, compared to 11%
children’s behavior, 55% say none from mobile devices, 42%
who say they have a positive effect, with similar proportions
say the same for video games, and 41% for TV. Similarly, many
saying the same about gaming’s impact on children’s behavior
parents are neutral as to whether there is a negative or positive
(47% negative, 8% positive). Thirty-eight percent of parents
impact on children’s social skills from mobile devices (43% say
attribute a mainly negative effect from mobile devices on
no effect), computers (42%), video games (37%), or television
social skills, compared to 16% positive. Parents are evenly split
(34%). The survey makes clear that overall, parents view video
about TV’s impact on their young children’s social skills (34%
games far more negatively than other media. Parents are more
positive, compared to 30% negative). The perceived effect of
likely to attribute negative effects to video games than they are
TV does vary significantly depending on the child’s age. For
any other type of technology.
example, parents of 2- to 5-year-old children are evenly split
Table 19: Parents’ Opinions about Technology’s Impact on Social Skills and Behavior, by Platform
Among parents of 0- to 8-year-olds, percent who say each medium has a (very or somewhat) positive or negative effect on
children’s social skills or behavior
SOCIAL SKILLS BEHAVIOR
Positive Negative No effect Positive Negative No effect
Television 34 30 34 23 35 41
Computers 20 35 42 18 20 60
Video games 11 50 37 8 47 42
Mobile devices 16 38 43 13 30 55
Note: “Mobile devices” includes smartphones and tablets.
22Perceived impact of technology on physical activity and
sleep. The only instance where the majority of parents Table 20: Parents’ Opinions about Technology’s
attribute a negative effect to technology is regarding its impact Impact on Physical Activity and Sleep,
by Platform
on physical activity, and that opinion held across all platforms
Among parents of 0- to 8-year-olds, percent who say each
(61% for video games, 58% for TV, 57% for computers, and
medium has a (very or somewhat) positive or negative
54% for mobile). The impact of media and technology on their effect on children’s physical activity or social skills
children's sleep is another problem area for parents. A sizeable
PHYSICAL ACTIVITY SLEEP
number of parents find a negative effect on sleep, ranging from
No No
49% for video games to 39% for TV, 36% for mobile devices, Positive Negative
effect
Positive Negative
effect
and 30% for computers. By comparison, estimates of positive Television 20 58 21 11 39 49
effects on sleep range from 3% to 11% for each medium. Computers 10 57 31 7 30 60
Video
10 61 26 3 49 45
games
Mobile
8 54 36 6 36 56
devices
Note: “Mobile devices” includes smartphones and tablets.
“ One time he ordered something on
Amazon—he bought himself a sippy cup!
[Mother of a one-year-old boy, focus group]
” “ Sometimes I wonder if
my daughter is losing out
”
because she doesn’t know
“
how to use an iPhone.
”
He likes my phone because he can pick it
[Mother of a 2½-year-old
up—my iPad’s a little heavy for him. girl, focus group]
[Mother of a 15-month-old boy, focus group]
23You can also read
